{"id":359873,"date":"2024-10-26T16:49:25","date_gmt":"2024-10-26T20:49:25","guid":{"rendered":"https:\/\/francoise-lombard.com\/?page_id=359873"},"modified":"2024-12-17T16:05:18","modified_gmt":"2024-12-17T20:05:18","slug":"libraryvolume7","status":"publish","type":"page","link":"https:\/\/francoise-lombard.com\/en\/libraryvolume7\/","title":{"rendered":"libraryvolume7"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; background_color=&#8221;#050a30&#8243; global_colors_info=&#8221;{}&#8221;][et_pb_row column_structure=&#8221;1_3,2_3&#8243; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;1_3&#8243; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_image src=&#8221;https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/Audio-Library-_7.png&#8221; title_text=&#8221;Audio-Library _7&#8243; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_image][\/et_pb_column][et_pb_column type=&#8221;2_3&#8243; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; text_text_color=&#8221;RGBA(255,255,255,0)&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h1 class=\"et_pb_toggle_title\"><span style=\"color: #ff9900;\">VOLUME 7<\/span><\/h1>\n<h1 class=\"et_pb_toggle_title\"><span style=\"color: #ff9900;\">simple meter<\/span><\/h1>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=&#8221;1_3,2_3&#8243; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;1_3&#8243; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/en\/libraryvolume1&#8243; button_text=&#8221;Volume 1&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/en\/libraryvolume2&#8243; button_text=&#8221;Volume 2&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/en\/libraryvolume3&#8243; button_text=&#8221;Volume 3&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/en\/libraryvolume4&#8243; button_text=&#8221;Volume 4&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/en\/libraryvolume5&#8243; button_text=&#8221;Volume 5&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/en\/libraryvolume6&#8243; button_text=&#8221;Volume 6&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/en\/libraryvolume7\/&#8221; button_text=&#8221;Volume 7&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/en\/libraryvolume8&#8243; button_text=&#8221;Volume 8&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/en\/libraryvolume9&#8243; button_text=&#8221;Volume 9&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/en\/libraryvolume10&#8243; button_text=&#8221;Volume 10&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/Pedagogical-guide-VOL-07-EN.pdf&#8221; url_new_window=&#8221;on&#8221; button_text=&#8221;Teaching guide 7&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_text_color=&#8221;#E09900&#8243; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/Improvisation-exercises-07.pdf&#8221; url_new_window=&#8221;on&#8221; button_text=&#8221;Improvisation exercises 7&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_text_color=&#8221;#7CDA24&#8243; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/en\/video-1\/&#8221; button_text=&#8221;Video Library&#8221; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_text_color=&#8221;#EDF000&#8243; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][\/et_pb_column][et_pb_column type=&#8221;2_3&#8243; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_accordion open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#000000&#8243; closed_toggle_background_color=&#8221;#000000&#8243; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; saved_tabs=&#8221;all&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_accordion_item open=&#8221;on&#8221; open_toggle_background_color=&#8221;#000000&#8243; closed_toggle_background_color=&#8221;#000000&#8243; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<div class=\"et_pb_blurb_description\">\n<div class=\"et_pb_blurb_description\">\n<p><span style=\"color: #00ffff;\">This volume deals with binary measures in 2, 3 and 4 beats. Their common point is the division of beats, but they are very different from each other. Through a variety of exercises putting the whole body in motion, we discover the back and forth sensation of the 2-beat measure, the circular movement of the 3-beat measure, the duration \u2013 and therefore a greater use of space \u2013 induced by the 4-beat measure.<\/span><\/p>\n<\/div>\n<\/div>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;1. changing meter&#8221; open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#FFFFFF&#8221; closed_toggle_background_color=&#8221;#FFFFFF&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; global_colors_info=&#8221;{}&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; open=&#8221;off&#8221;]<\/p>\n<audio class=\"wp-audio-shortcode\" id=\"audio-359873-1\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_1-changing-meter.mp3?_=1\" \/><a href=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_1-changing-meter.mp3\">https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_1-changing-meter.mp3<\/a><\/audio>\n<p class=\"p1\">This first track might seem difficult to access since it introduces changes of meters right away. But this is not the case: by its dancing style, it awakens the natural musical instinct and the flexibility to adapt to changes without requiring any theoretical knowledge or mastery of every type of simple meter.<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Follow the music and the different styles by moving on each beat (one movement or step for each beat), and adapt instinctively to the changes of measure.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Dance with a partner: find dance steps using the heel and\/or toes.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Beat time in a musical way. Notice that the first sequence in 3\/4 could also be perceived as compound measures (two measures at 3\/4 equals one measure of 6\/8).<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">The distinction between 3\/4 and 6\/8 is often quite subtle, as it depends on the melodic line, the bass line, the tempo, the rhythm or the harmonic accompaniment. In the Dalcrozian context of an intuitive approach to capture the spirit and movement of the music through one\u2019s own sensitivity, the essential comes down to the sense of \u201croundness\u201d in the groupings in 3, which makes you want to spin like in a waltz.<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Group the children in two for the measures of 2 beats, in three for the measures in 3 beats and in four for the measures of 4 beats. Attribute an activity or a gesture or a movement to each type of measure, perhaps with a material, for example, balls which are always very effective in feeling and responding to changes of measure.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Another idea would be to group the class into three groups, each group corresponding to a type of meter. Each group reacts to the meter that concerns them by moving with a movement created and defined in advance, with or without material (ball, scarf, stick, etc.). Rotate the groups.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">Children cannot be expected to respond correctly immediately to the changes of measures as there is an element of surprise in this track which is actually part of the game and the fun!<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">For Dalcroze teachers, this track could lend itself to a typical hip\/hop exercise (vocal signal), but for this to work, the teacher needs to be very familiar with the sequence of measure changes. The track starts in 2\/4; hop! indicates a change to increase the number of beats in the measure (we go to 3\/4 and maybe to 4\/4); hip! indicates a reduction of a beat.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">8 years and up<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;2. changing meter (repeated sequence)&#8221; open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#FFFFFF&#8221; closed_toggle_background_color=&#8221;#FFFFFF&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; global_colors_info=&#8221;{}&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; open=&#8221;off&#8221;]<\/p>\n<audio class=\"wp-audio-shortcode\" id=\"audio-359873-2\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_2-changing-meter-repeated-sequence.mp3?_=2\" \/><a href=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_2-changing-meter-repeated-sequence.mp3\">https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_2-changing-meter-repeated-sequence.mp3<\/a><\/audio>\n<p class=\"p1\">The structure is: 8&#215;4 beats, 8&#215;3 beats, 8&#215;2 beats, three times.<\/p>\n<p class=\"p2\">\n<p class=\"p1\">This piece lends itself to an awareness of space. One\u2019s experience of the space and one\u2019s manner of moving in space is quite different, according to the measure:<\/p>\n<p class=\"p2\">\n<p class=\"p1\">The measures at 4 beats suggest an exuberance of movement where the walk advances, \u201cswallowing\u201d the space.\u00a0<\/p>\n<p class=\"p2\">\n<p class=\"p1\">The measures of 3 beats suggest moving in curved lines, as the sensation of 3 beats is round.<\/p>\n<p class=\"p2\">\n<p class=\"p1\">Those at 2 beats use less space and the movement would advance less.<\/p>\n<p class=\"p1\">The specificity of this piece is that the structure is clear and systematic so the students have time to prepare themselves for the changes of measure.<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Walk the beat, indicating the length of the bars either by alternating arm movements or by changing direction.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">Group by four for the measures of 4 beats, one behind the other and advance in the space stepping the beats.<\/p>\n<p class=\"p2\">\n<p class=\"p3\">Group by three for the measures of 3 beats; hold hands to make a little circle and step 3 steps to the right, 3 steps to the left.<\/p>\n<p class=\"p2\">\n<p class=\"p1\">Two by two for the measures of 2 beats; invent a movement or a clapping game together.<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">This piece could also lend itself to a ball game. Group the children by 4; they squat on the floor in the form of a square. Each child has a tennis ball.<\/li>\n<\/ul>\n<p class=\"p1\">Measures of 4 beats: roll the ball to the person diagonally opposite (only one diagonal at a time, alternating). Measures of 3 beats: roll the ball the person to one\u2019s right.<\/p>\n<p class=\"p1\">Measures of 2 beats: roll the ball for oneself.<\/p>\n<p class=\"p2\">\n<p class=\"p1\">8 years and up<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;3. 4\/4 playing with an ostinato rhythm bass-soprano&#8221; open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#FFFFFF&#8221; closed_toggle_background_color=&#8221;#FFFFFF&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; global_colors_info=&#8221;{}&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; open=&#8221;off&#8221;]<\/p>\n<audio class=\"wp-audio-shortcode\" id=\"audio-359873-3\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_3-4_4-playing-with-an-ostinato-rhythm-bass-soprano.mp3?_=3\" \/><a href=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_3-4_4-playing-with-an-ostinato-rhythm-bass-soprano.mp3\">https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_3-4_4-playing-with-an-ostinato-rhythm-bass-soprano.mp3<\/a><\/audio>\n<p class=\"p1\">This piece has three sections of the same ostinato rhythm, each section separated by a transition in half notes. They serve to move the rhythm from the treble to the bass and vice versa. The first transition is twice as long as the second.<\/p>\n<ul class=\"ul1\">\n<li class=\"li1\">Start as if in a warm up: move different parts of the body (discover each joint) with the rhythm.<\/li>\n<\/ul>\n<ul class=\"ul1\">\n<li class=\"li1\">\u201cPaint\u201d the rhythm with dots (shorter values) and lines (longer values). One can choose to continue to do the rhythm during the half notes (during this first step, the focus is on the rhythm, but not necessarily on the high\/low register).<\/li>\n<\/ul>\n<ul class=\"ul1\">\n<li class=\"li1\">Step the half notes (bass) and clap the rhythm (treble); listen to the change, and when the rhythm is in the bass, do the opposite: step the rhythm and clap the half notes. In this stage, we will use the transitions of half notes to prepare the change of register (high\/low &#8211; low\/high).<\/li>\n<\/ul>\n<p class=\"p1\">The transitions of half notes might also be used either to clap\/walk\/move according to the note values heard, or to clap\/walk\/move the rhythm of the ostinato, or to create one\u2019s own rhythms.<\/p>\n<p class=\"p1\">6 years and up<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;4. 3\/4 beat and division&#8221; open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#FFFFFF&#8221; closed_toggle_background_color=&#8221;#FFFFFF&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; global_colors_info=&#8221;{}&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; open=&#8221;off&#8221;]<\/p>\n<audio class=\"wp-audio-shortcode\" id=\"audio-359873-4\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_4-3_4-beat-and-division.mp3?_=4\" \/><a href=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_4-3_4-beat-and-division.mp3\">https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_4-3_4-beat-and-division.mp3<\/a><\/audio>\n<ul><\/ul>\n<ul class=\"ul1\">\n<li class=\"li1\">Listen to the regular phrases of 4 measures each; to feel the articulation of the phrases and to give them a shape, do a waltz step three times (circular movement) and walk straight ahead (clear direction) for the three steps of the fourth measure.<\/li>\n<\/ul>\n<ul class=\"ul1\">\n<li class=\"li1\">Step or clap the beats or the division, regardless of what the piano is doing (don&#8217;t necessarily follow the sequence of the piano). Fill the rests, keep on moving.<\/li>\n<\/ul>\n<ul class=\"ul1\">\n<li class=\"li1\">Clap the downbeats, alternate with some rhythms of one or several measures.<\/li>\n<\/ul>\n<ul class=\"ul1\">\n<li class=\"li1\">The students are in a circle. One person proposes a rhythm of 3 beats that the class imitates 3 times; then a new rhythm is proposed, again, the class claps it 3 times, etc. At the end of the music, there is a collection of several different rhythms of 1 measure each.<\/li>\n<\/ul>\n<ul class=\"ul1\">\n<li class=\"li1\">Choose 4 rhythms and combine them in 4 measure phrases (or, even better, choose 3 rhythms and finish with a dotted half note). The rhythms need to remain simple, for example, use only eighth notes, quarter notes, dotted quarter notes, half notes or dotted half notes. They need to be adapted to the level of the class so that students can execute them with ease and musically.<\/li>\n<\/ul>\n<p class=\"p1\">Here is a selection of possibilities:<\/p>\n<p class=\"p1\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/12\/VOL-7_4-300x91.png\" width=\"300\" height=\"91\" alt=\"\" class=\"wp-image-360325 alignnone size-medium\" \/><\/p>\n<p class=\"p1\">6 years old and up<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;5. four-beat measure&#8221; open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#FFFFFF&#8221; closed_toggle_background_color=&#8221;#FFFFFF&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; global_colors_info=&#8221;{}&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; open=&#8221;off&#8221;]<\/p>\n<audio class=\"wp-audio-shortcode\" id=\"audio-359873-5\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_5-four-beat-measure.mp3?_=5\" \/><a href=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_5-four-beat-measure.mp3\">https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_5-four-beat-measure.mp3<\/a><\/audio>\n<p class=\"p1\">This track, staccato and modal, lends itself to various types of exercises developing imagination, a sense of pulsation, movement and body mapping, a sense of direction, a sense of rhythm and interaction with a partner.<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">The children invent the gait of an imaginary character by walking to the beat of the music.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">In a circle, choose a part of the body to move. On the first beat, everyone does the same movement; the other three beats of the measure are free movements but with the same part of the body. (For example, we are moving our heads. On the first beat every child makes a movement of the head to look to the ceiling. They do the next three movements with their heads, as they wish). Change the body part.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Imitate the angular style of the music, picking four points in space and \u201cpainting\u201d them with a flick of the imaginary paintbrush, one sound = one flick. Repeat the same series of 4 orientations several times (it could be a square or any other kind of geometrical shape). Then, keep the 4 chosen directions but change the movement: do it with the eyes or by moving various parts of your body.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">The teacher could choose one pupil to stand in front of the class and do his\/her four movements. The class imitates in mirror.<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Walk\/clap the quarter note beats, alternate with half notes, whole notes or eighth notes, according to the teacher\u2019s instruction. Swing on the half notes forwards\/backwards or sideways; find movements to associate with each note value.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Using these note values, create your own rhythms that the whole class imitates, clapping or walking.\u00a0<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">With a partner: A = moves or claps on beats 1 and 3; B moves or claps on beats 2 and 4. Develop an interaction between A and B.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Practice beating the four-beat measure.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">5 years and up<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;6. dance piece in 2\/4&#8243; open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#FFFFFF&#8221; closed_toggle_background_color=&#8221;#FFFFFF&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; global_colors_info=&#8221;{}&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; open=&#8221;off&#8221;]<\/p>\n<audio class=\"wp-audio-shortcode\" id=\"audio-359873-6\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_6-dance-piece-in-2_4.mp3?_=6\" \/><a href=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_6-dance-piece-in-2_4.mp3\">https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_6-dance-piece-in-2_4.mp3<\/a><\/audio>\n<p class=\"p1\">This short two-beat piece highlights the simplicity of binary movements. The number &#8220;two&#8221; here represents both the number of beats in the measure and the binary division of the beats.<\/p>\n<p class=\"p1\">The feel of 2\/4 is rather angular and inspires all sorts of actions: clapping a hammer, digging a hole, raking etc. Anatomically, each joint of the body lends itself to a flexion\/extension movement (wrist, elbow, knees etc.) or an up\/down movement (shoulders) or lateral movement (head).<\/p>\n<p class=\"p1\">The sensation of these back-and-forth movements contributes to the development of the body map.<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">This piece lends itself to many stories: building a house or maintaining it, for example, where all actions can be performed to 2 beat music:<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">&#8211; sawing wood (horizontal back and forth movement)<\/p>\n<p class=\"p1\">&#8211; painting a wall (up-down action)<\/p>\n<p class=\"p1\">&#8211; hammering nails<\/p>\n<p class=\"p1\">&#8211; sweeping or vacuuming<\/p>\n<p class=\"p1\">&#8211; cleaning windows<\/p>\n<p class=\"p1\">&#8211; picking up toys etc.<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Based on the children&#8217;s ideas, choose a series of 4 &#8220;home&#8221; actions of 4 measures each to be memorized, respecting the chosen order. Invent a concluding movement adapted to the cadence which has only 3 measures of 2 beats.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">These activities are for ages 4 and up. Even up to age 8, children enjoy exercises with a simple structure, as it gives them room to develop more elaborate ideas in terms of body skills and imagination.<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Other ideas:<\/li>\n<\/ul>\n<p class=\"p2\"><span class=\"Apple-tab-span\"> <\/span><\/p>\n<p class=\"p1\">&#8211; Pass a ball around in a circle.<\/p>\n<p class=\"p1\">&#8211; In the forest, point to the bird, squirrel, ant \u2026<\/p>\n<p class=\"p1\">&#8211; In space, point with elbow, eyes, etc.<\/p>\n<p class=\"p1\">&#8211; 2 circles on the ground: put one foot in one, then the other in the other.<\/p>\n<p class=\"p1\">&#8211; Bounce the ball on the ground and catch it.<\/p>\n<p class=\"p1\">&#8211; Also use the 2\/4 to move in space a) in a very short back and forth movement; b): walk by bending one leg, then the second step by straightening up (= down-lean-bend) \/up-straight; c) find steps. Ex: side step, and bring the other leg back.<\/p>\n<p class=\"p1\">&#8211; Create a dance: lateral steps, individually \/ two by two for the cadence.<\/p>\n<p class=\"p1\">&#8211; Place bricks (cardboard or wood) on the floor about 20 cm apart. Walk the first beat on the brick and the second beat between the bricks (space management). This exercise is equally valid for 3-beat and 4-beat measures (just add the distance of one or two extra steps between the bricks).<\/p>\n<p class=\"p2\">\n<p class=\"p1\">These ideas can be done at different ages and should be adapted to the children&#8217;s motor skills.<\/p>\n<p class=\"p2\">\n<p class=\"p1\">4 years and up<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;7. slow walk&#8221; open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#FFFFFF&#8221; closed_toggle_background_color=&#8221;#FFFFFF&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; global_colors_info=&#8221;{}&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; open=&#8221;off&#8221;]<\/p>\n<audio class=\"wp-audio-shortcode\" id=\"audio-359873-7\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_7-slow-walk.mp3?_=7\" \/><a href=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_7-slow-walk.mp3\">https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_7-slow-walk.mp3<\/a><\/audio>\n<p class=\"p1\">The principal difficulty one encounters when walking very slowly is to maintain balance. One can either take the first step, leaving the back foot on the floor until the very last moment, and then take the second step with this foot. This is probably how younger children would manage a very slow walk.<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">To execute a slow walk in a more artistic way and develop a better balance: practice taking long steps by gradually moving the free leg forward to the next step in a continuous movement, which emphasizes the duration of the sounds and gives the movement a legato quality.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">Express the nuances of the music by walking more or less heavily.<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Clap the slow beat of the music as is. Then divide the beats to clap two, then four times faster. Repeat using steps. Return to the slow tempo either with claps or with steps.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Use this music track to practice the basic rhythms (anapest, dactylic, trochee, iamb, syncopation) and all the 4\/4 rhythms studied in the previous volumes (especially volume 3).<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">7 years and up<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;8. interrupted canon in 3\/4&#8243; open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#FFFFFF&#8221; closed_toggle_background_color=&#8221;#FFFFFF&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; global_colors_info=&#8221;{}&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; open=&#8221;off&#8221;]<\/p>\n<audio class=\"wp-audio-shortcode\" id=\"audio-359873-8\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_8-interrupted-canon-in-3_4.mp3?_=8\" \/><a href=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_8-interrupted-canon-in-3_4.mp3\">https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_8-interrupted-canon-in-3_4.mp3<\/a><\/audio>\n<ul class=\"ul1\">\n<li class=\"li1\">Listen to the music and notice the alternation between rhythmic active measures and passive ones (quarter notes only). The music begins on the first beat of a measure and the students repeat the rhythm during the &#8220;passive&#8221; measure that follows.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Step the beats and beat time (measures of 3 beats). Internalize rhythm and melody by singing in one\u2019s head (without voice) one measure later. The teacher can evaluate if it is easier for the class to step the beats or stay still to do this task.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Step the beats and clap the rhythm one measure later.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">This time, instead of clapping the rhythm one measure later, step it.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">8 years and up<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;9 . repeat the division&#8221; open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#FFFFFF&#8221; closed_toggle_background_color=&#8221;#FFFFFF&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; global_colors_info=&#8221;{}&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; open=&#8221;off&#8221;]<\/p>\n<audio class=\"wp-audio-shortcode\" id=\"audio-359873-9\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_9-repeat-the-division.mp3?_=9\" \/><a href=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_9-repeat-the-division.mp3\">https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_9-repeat-the-division.mp3<\/a><\/audio>\n<p class=\"p1\">This track appears simple, but it lends itself to activities at various levels of complexity, from quite simple to quite elaborated. Its tempo is measured &#8211; andante tranquillo. In the midst of a regular beat of quarter notes we hear from time to time either a division in 2 or in 4. The objective is to hear the divisions and to differentiate between them. The students do this through a variety of activities which ask for a reaction on the beat after the division.<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">In a circle the students clap the quarter notes and the divisions one beat later (being in a circle allows them to feel connected to the others).<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Then, do the same thing, and add stepping the quarter notes only (freely in the space).<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Finally, leave the clapping aside and step the quarter notes and the division one beat later.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">This is an introductory activity to the Dalcroze canon exercises. These exercises may be used with older children, adolescents or even adults.<\/p>\n<p class=\"p2\">\n<p class=\"p1\">Here is a selection of activities for children from 4-5 years of age:<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Listen to the music together and help the children to be aware of the regular quarter note beats and the divisions. \u201cRaise your hand\/change position when there is a surprise\u201d. \u201cIs the surprise always the same?\u201d<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Without music, the children clap quarter notes. The teacher says \u201c2\u201d! or \u201c4\u201d! on one beat, and the children clap the subdivision one beat later.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">This activity allows children to practice immediacy and accuracy of response, before working with the music track.<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">With the music: the children are in pairs. They clap together the quarter notes. One child claps the divisions in 2 and the other the divisions in 4 (one beat later). Change roles.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Older children (6-7 years) will enjoy the following activity (after working with the above ones): the children are in pairs and walk the beats one behind the other.<span class=\"Apple-converted-space\">\u00a0 <\/span>When the division into 2 is heard, they turn around; when the division into 4 is heard, the child behind runs in front of his\/her partner.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">5 years and up<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;10. changing meter&#8221; open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#FFFFFF&#8221; closed_toggle_background_color=&#8221;#FFFFFF&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; global_colors_info=&#8221;{}&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; open=&#8221;off&#8221;]<\/p>\n<audio class=\"wp-audio-shortcode\" id=\"audio-359873-10\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_10-changing-meter.mp3?_=10\" \/><a href=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_10-changing-meter.mp3\">https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_10-changing-meter.mp3<\/a><\/audio>\n<ul class=\"ul1\">\n<li class=\"li1\">Listen and feel the difference between the roundness of the three, the linear quality of the four and the rebound of the two.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Firstly, isolate each meter (take a segment of the track); clap the strong beat while stepping all the beats; then try the opposite: step the downbeats only while clapping all the beats (more difficult!). Make the difference between 2\/4 and 4\/4 by listening carefully to the phrasing.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Once each segment has been worked on separately, use the entire track: adapt as soon as possible to the changes of meter (at first, the teacher might help the students by calling the next meter one measure in advance).<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">2\/4 = bounce a tennis ball (or bigger) and catch it on the second beat;<\/p>\n<p class=\"p2\">\n<p class=\"p3\">3\/4 = roll the ball on the floor between the two hands, one rolling movement per measure; adapt the movement and use of space according to the time;<\/p>\n<p class=\"p2\">\n<p class=\"p1\">4\/4 = hold the ball and move the arms forward and backward.<\/p>\n<p class=\"p2\">\n<p class=\"p1\">(Students must have already become used to playing with a ball).<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">With a partner: same activities with interaction; 3\/4 could also be: tap the partner&#8217;s ball on the first beat.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Dance freely with the music and beat time.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">One of the roles of improvisation in Dalcroze teaching is to alert students to changes, contrasts, etc. These musical cues are induced through modulation, rubato, etc.<\/p>\n<p class=\"p1\">In this piece, the musical warnings to the changes of measures are subtle. Unlike tracks 1 and 2 of the same volume which can be worked on instinctively and immediately, this piece must be prepared: to help students assimilate the piece of music, changes of meters could be announced by the teacher, allowing students to respond simultaneously (with the appropriate change of activity).<\/p>\n<p class=\"p2\">\n<p class=\"p1\">8 years and up<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;11. measures of four without division&#8221; open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#FFFFFF&#8221; closed_toggle_background_color=&#8221;#FFFFFF&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; global_colors_info=&#8221;{}&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; open=&#8221;off&#8221;]<\/p>\n<audio class=\"wp-audio-shortcode\" id=\"audio-359873-11\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_11-measures-of-four-without-division.mp3?_=11\" \/><a href=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_11-measures-of-four-without-division.mp3\">https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_11-measures-of-four-without-division.mp3<\/a><\/audio>\n<ul class=\"ul1\">\n<li class=\"li1\">Feel the beats and meter by walking beats and changing direction every four notes (strong beat);<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Beat time and step beat (coordination); or stay in place and design the meter (one line per measure).<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Divide each beat in two and clap the division; do the same with the division in three.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">*Same exercise by stepping the divisions (walking in groups of three is more difficult: it requires changing legs on each beat).<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">A clapping exercise: divide class into three groups: 1 = beat, 2 = division in 2, 3 = division in three. The teacher leads all three groups: first several measures of each division and transition through quarter notes, then change directly between divisions, supported by the presence of quarter notes; change roles.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Individually, walk the beats, clapping one (or more) measure(s) of division in two and one (or more) measure(s) of division in three.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">*Walk the divisions with the following structure: 4 simple time measures to look for a buddy and then 4 measures to walk the beats together (so whenever I am alone, I walk the divisions and when I am with a buddy, I walk the beats with him).<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Walk the beats freely and clap the divisions, simple or compound, changing division when the musical phrasing changes.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">In a circle, walk 4 beats forward and 4 beats back. Each in turn creates a rhythm on the 4 steps forward, and everyone repeats this rhythm on the 4 steps back. Do not mix simple and compound divisions.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Create your own rhythms (in simple or compound time). Write a selection of these on the board &#8211; either one division or the other at a time &#8211; for the class to clap, according to the teacher\u2019s direction (visual reaction).<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">For more advanced students, the teacher could write a mixture of rhythms of simple and compound divisions.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">* <i>Given the tempo of the piece, the division by three will be easier to perform by clapping than by stepping. The teacher can have the students step the divisions by two, as the speed is appropriate.<\/i><\/p>\n<p class=\"p2\"><i><\/i><\/p>\n<p class=\"p3\">For experienced children 8 years and up<\/p>\n<p>[\/et_pb_accordion_item][\/et_pb_accordion][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221; global_module=&#8221;360586&#8243; theme_builder_area=&#8221;post_content&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221; theme_builder_area=&#8221;post_content&#8221;][et_pb_divider color=&#8221;#E09900&#8243; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;||10px|||&#8221; global_colors_info=&#8221;{}&#8221; theme_builder_area=&#8221;post_content&#8221;][\/et_pb_divider][et_pb_menu menu_id=&#8221;65&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; menu_text_color=&#8221;#FFFFFF&#8221; menu_font_size=&#8221;16px&#8221; background_color=&#8221;RGBA(255,255,255,0)&#8221; global_colors_info=&#8221;{}&#8221; theme_builder_area=&#8221;post_content&#8221;][\/et_pb_menu][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>VOLUME 7 simple meter This volume deals with binary measures in 2, 3 and 4 beats. Their common point is the division of beats, but they are very different from each other. Through a variety of exercises putting the whole body in motion, we discover the back and forth sensation of the 2-beat measure, the [&hellip;]<\/p>\n","protected":false},"author":3454,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[et_pb_section fb_built=\"1\" _builder_version=\"4.27.2\" _module_preset=\"default\" background_color=\"#050a30\" global_colors_info=\"{}\"][et_pb_row column_structure=\"1_3,2_3\" _builder_version=\"4.27.2\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_column type=\"1_3\" _builder_version=\"4.27.2\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_image src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/09\/francoise-lombard_7_FR.png\" title_text=\"francoise-lombard_7_FR\" _builder_version=\"4.27.2\" _module_preset=\"default\" global_colors_info=\"{}\"][\/et_pb_image][\/et_pb_column][et_pb_column type=\"2_3\" _builder_version=\"4.27.2\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_text _builder_version=\"4.27.2\" _module_preset=\"default\" text_text_color=\"RGBA(255,255,255,0)\" global_colors_info=\"{}\"]\n<h1 class=\"et_pb_toggle_title\"><span style=\"color: #ff9900;\">VOLUME 7<\/span><\/h1>\n<h1 class=\"et_pb_toggle_title\"><span style=\"color: #ff9900;\">mesures binaires<\/span><\/h1>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=\"1_3,2_3\" _builder_version=\"4.27.2\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_column type=\"1_3\" _builder_version=\"4.27.2\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_button button_url=\"https:\/\/francoise-lombard.com\/librairievolume1\/\" button_text=\"Volume 1\" button_alignment=\"left\" _builder_version=\"4.27.2\" _module_preset=\"default\" custom_button=\"on\" button_text_size=\"15px\" button_border_width=\"3px\" button_border_radius=\"6px\" 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button_icon=\"&#x45;||divi||400\" background_layout=\"dark\" custom_margin=\"-2px||9px||false|false\" animation_style=\"fade\" hover_enabled=\"0\" global_colors_info=\"{}\" sticky_enabled=\"0\"][\/et_pb_button][\/et_pb_column][et_pb_column type=\"2_3\" _builder_version=\"4.27.2\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_accordion open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#000000\" closed_toggle_background_color=\"#000000\" _builder_version=\"4.27.2\" _module_preset=\"default\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" saved_tabs=\"all\" locked=\"off\" global_colors_info=\"{}\"][et_pb_accordion_item open=\"on\" open_toggle_background_color=\"#000000\" closed_toggle_background_color=\"#000000\" _builder_version=\"4.27.2\" _module_preset=\"default\" global_colors_info=\"{}\"]\n<div class=\"et_pb_blurb_description\">\n<div class=\"et_pb_blurb_description\">\n\n<span style=\"color: #00ffff;\">Ce volume traite des mesures binaires \u00e0 2, 3 et 4 temps. Leur point commun est la division des temps, mais elles sont tr\u00e8s diff\u00e9rentes les unes des autres. \u00c0 travers une vari\u00e9t\u00e9 d\u2019exercices mettant tout le corps en mouvement, on d\u00e9couvre la sensation d\u2019aller-retour de la mesure \u00e0 2 temps, le mouvement circulaire de la mesure \u00e0 3 temps, la dur\u00e9e \u2013 et donc une plus grande utilisation de l\u2019espace \u2013 induite par la mesure \u00e0 4 temps.<\/span>\n\n&nbsp;\n\n<\/div>\n<\/div>\n[\/et_pb_accordion_item][et_pb_accordion_item title=\"1. changements de mesures\" open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#FFFFFF\" closed_toggle_background_color=\"#FFFFFF\" _builder_version=\"4.27.2\" _module_preset=\"default\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" global_colors_info=\"{}\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" open=\"off\"]\n\n[audio mp3=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_1-changing-meter.mp3\"][\/audio]\n\nCette premi\u00e8re piste pourrait sembler difficile d\u2019acc\u00e8s puisqu\u2019elle introduit d\u2019embl\u00e9e des changements de mesures. Mais ce n\u2019est pas le cas : par son style dansant, elle \u00e9veille l\u2019instinct musical naturel et la souplesse d'adaptation aux changements sans impliquer ni connaissance th\u00e9orique ni ma\u00eetrise accomplie de chaque type de mesure binaire.<span class=\"Apple-converted-space\">\u00a0<\/span>\n<ul>\n \t<li>Suivre la musique et les diff\u00e9rents styles en bougeant sur les temps (un temps = un pas ou un mouvement) et en s'adaptant instinctivement aux changements de mesures.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Danser avec un partenaire : trouver une mani\u00e8re de jouer avec talons et pointes de pied.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Battre la mesure avec musicalit\u00e9. Observer que la premi\u00e8re s\u00e9quence en 3\/4 pourrait \u00eatre ressentie comme ternaire (deux mesures de 3\/4 = une mesure de 6\/8).<\/li>\n<\/ul>\nLa distinction entre 3\/4 ou 6\/8 est parfois subtile, car elle d\u00e9pend de la ligne m\u00e9lodique, de la ligne de la basse, du tempo, du rythme ou de l\u2019accompagnement harmonique. Dans le contexte dalcrozien d\u2019une approche intuitive pour capter l\u2019esprit et le mouvement de la musique par le ressenti personnel, l\u2019essentiel se r\u00e9sume \u00e0 la rondeur des groupements en 3, qui donne envie de tourner comme dans une valse.<span class=\"Apple-converted-space\">\u00a0<\/span>\n<ul>\n \t<li>Grouper les enfants par 2 pour les mesures \u00e0 2 temps, par 3 pour celles \u00e0 3 temps et par 4 pour celles \u00e0 4 temps, et donner une activit\u00e9 \u00e0 chaque type de mesure avec un mat\u00e9riel, par exemple les balles, qui sont toujours tr\u00e8s adapt\u00e9es pour sentir et r\u00e9pondre aux changements de mesures.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>On peut \u00e9galement imaginer les enfants r\u00e9partis en trois groupes, chaque groupe correspondant \u00e0 un type de mesure. Chaque groupe r\u00e9agit \u00e0 la mesure qui le concerne en bougeant avec un mouvement cr\u00e9\u00e9 et d\u00e9fini d\u2019avance, avec ou sans mat\u00e9riel (balle, foulard, b\u00e2ton etc.). Ensuite, les groupes font une rotation.<\/li>\n<\/ul>\nOn ne peut pas s\u2019attendre \u00e0 ce que les enfants r\u00e9agissent tout de suite sans erreur, car il y a un \u00e9l\u00e9ment de surprise qui fait d\u2019ailleurs partie du jeu et du plaisir !\n<ul>\n \t<li>Pour les enseignants Dalcroze, ce morceau pourrait se pr\u00eater \u00e0 un exercice typique de hip\/hop (signal vocal), mais pour que cela fonctionne, l'enseignant doit tr\u00e8s bien conna\u00eetre la s\u00e9quence des changements de mesure. Le morceau commence en 2\/4 ; hop\u00a0! indique une augmentation d\u2019un temps dans la mesure\u00a0(on passe \u00e0 3\/4, puis peut-\u00eatre \u00e0 4\/4) ; hip\u00a0! indique une r\u00e9duction d'un temps.<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n<\/ul>\n8 ans et plus\n\n[\/et_pb_accordion_item][et_pb_accordion_item title=\"2. changements de mesures (s\u00e9quence r\u00e9p\u00e9t\u00e9e)\" open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#FFFFFF\" closed_toggle_background_color=\"#FFFFFF\" _builder_version=\"4.27.2\" _module_preset=\"default\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" global_colors_info=\"{}\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" open=\"off\"]\n\n[audio mp3=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_2-changing-meter-repeated-sequence.mp3\"][\/audio]\n\nLa structure\u00a0est : 8x4 temps, 8x3 temps, 8x2 temps, trois fois.\n\nCette pi\u00e8ce se pr\u00eate \u00e0 une prise de conscience de l'espace.<span class=\"Apple-converted-space\">\u00a0<\/span>\n\nLa sensation de l\u2019espace qu\u2019on traverse et la mani\u00e8re dont on se d\u00e9place dans l'espace sont tr\u00e8s diff\u00e9rentes, selon la mesure\u00a0:\n\nLes mesures \u00e0 4 temps sugg\u00e8rent une certaine exub\u00e9rance du mouvement o\u00f9 la marche avance, \"avalant\" l'espace (on a le vent dans les voiles).<span class=\"Apple-converted-space\">\u00a0<\/span>\n\nLes mesures \u00e0 3 temps sugg\u00e8rent un d\u00e9placement en lignes courbes, car la sensation des groupes de 3 temps est arrondie.<span class=\"Apple-converted-space\">\u00a0<\/span>\n\nLes mesures \u00e0 2 temps utilisent moins d'espace et le mouvement avance moins.\n\nLa sp\u00e9cificit\u00e9 de ce morceau est que la structure est claire et syst\u00e9matique, de sorte que les \u00e9l\u00e8ves ont le temps de se pr\u00e9parer aux changements de mesure.<span class=\"Apple-converted-space\">\u00a0<\/span>\n<ul>\n \t<li>Marcher la pulsation, en indiquant la longueur des mesures soit par des mouvements de bras altern\u00e9s, soit par un changement de direction.<\/li>\n<\/ul>\nSe grouper par quatre pour les mesures \u00e0 4 temps, l'un derri\u00e8re l'autre et avancer dans l'espace en marchant les temps.<span class=\"Apple-converted-space\">\u00a0<\/span>\n\nSe grouper par trois pour les mesures \u00e0 3 temps : se tenir les mains pour former un petit cercle et faire 3 pas \u00e0 droite, 3 pas \u00e0 gauche.<span class=\"Apple-converted-space\">\u00a0<\/span>\n\nDeux par deux pour les mesures de 2 temps ; inventer ensemble un mouvement ou un jeu o\u00f9 on frappe des mains.\n<ul>\n \t<li>Ce morceau peut aussi se pr\u00eater \u00e0 un jeu de balle. Regrouper les enfants par 4 ; ils s'accroupissent sur le sol en forme de carr\u00e9. Chaque enfant a une balle de tennis.<\/li>\n<\/ul>\nMesures \u00e0 4 temps : faire rouler la balle vers la personne en diagonale oppos\u00e9e (seulement une diagonale \u00e0 la fois, en alternance).<span class=\"Apple-converted-space\">\u00a0<\/span>\n\nMesures \u00e0 3 temps : faire rouler la balle vers la personne situ\u00e9e \u00e0 sa droite.\n\nMesures \u00e0 2 temps : faire rouler la balle pour soi.\n\n8 ans et plus\n\n[\/et_pb_accordion_item][et_pb_accordion_item title=\"3. 4\/4 jouer avec un rythme ostinato basse soprano\" open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#FFFFFF\" closed_toggle_background_color=\"#FFFFFF\" _builder_version=\"4.27.2\" _module_preset=\"default\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" global_colors_info=\"{}\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" open=\"off\"]\n\n[audio mp3=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_3-4_4-playing-with-an-ostinato-rhythm-bass-soprano.mp3\"][\/audio]\n\nCette pi\u00e8ce comporte trois sections d\u2019un m\u00eame rythme ostinato, chaque section \u00e9tant s\u00e9par\u00e9e par une transition en blanches. Celles-ci servent \u00e0 faire passer le rythme de l'aigu au grave et vice-versa. La premi\u00e8re transition est deux fois plus longue que la seconde.\n<ul>\n \t<li>Commencer par une sorte d'\u00e9chauffement : bouger diff\u00e9rentes parties du corps (d\u00e9couvrir chaque articulation) avec le rythme.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>\u00ab Peindre \u00bb le rythme avec des points (valeurs courtes) et des lignes (valeurs longues). On peut choisir de continuer \u00e0 faire le rythme pendant les blanches\u00a0(durant cette premi\u00e8re \u00e9tape, on se concentre surtout sur le rythme, mais pas n\u00e9cessairement sur le registre aigu\/grave).<\/li>\n \t<li>Marcher les blanches (basse) et frapper le rythme (aigu) ; porter attention au changement de registre, et lorsque le rythme est \u00e0 la basse, faire le contraire :<span class=\"Apple-converted-space\">\u00a0 <\/span>marcher les valeurs du rythme et frapper des blanches. Dans cette \u00e9tape, on va utiliser les transitions de blanches pour pr\u00e9parer les changements de registre (aigu\/grave \u2013 grave\/aigu).<\/li>\n<\/ul>\nLes sections de blanches peuvent aussi \u00eatre utilis\u00e9es pour frapper\/marcher\/bouger avec les valeurs de notes entendues, ou pour frapper\/marcher\/bouger sur le rythme de l\u2019ostinato, ou pour cr\u00e9er ses propres rythmes.<span class=\"Apple-converted-space\">\u00a0<\/span>\n\n6 ans et plus\n\n[\/et_pb_accordion_item][et_pb_accordion_item title=\"4 .3\/4 temps et division\" open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#FFFFFF\" closed_toggle_background_color=\"#FFFFFF\" _builder_version=\"4.27.2\" _module_preset=\"default\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" global_colors_info=\"{}\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" open=\"off\"]\n\n[audio mp3=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_4-3_4-beat-and-division.mp3\"][\/audio]\n<ul>\n \t<li>\u00c9couter les phrases r\u00e9guli\u00e8res de 4 mesures chaque ; pour sentir l'articulation des phrases et leur donner une forme, faire trois fois un pas de valse (mouvement circulaire, ou arrondi) et avancer tout droit (direction claire) pour les trois pas de la quatri\u00e8me mesure.<\/li>\n \t<li>Marcher ou frapper les temps ou la division, peu importe ce que joue le piano (il n'est pas n\u00e9cessaire de suivre la s\u00e9quence). Remplir les temps de silence en continuant d'avancer ou de frapper.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Frapper les temps forts (premiers temps), alterner avec des rythmes invent\u00e9s, sur une ou plusieurs mesures.<\/li>\n \t<li>Les \u00e9l\u00e8ves se placent en cercle. Une personne propose un rythme de 3 temps que la classe imite 3 fois ; puis un nouveau rythme est propos\u00e9, \u00e0 nouveau, la classe l'imite 3 fois, etc. A la fin de la musique, il y a une collection de plusieurs rythmes diff\u00e9rents de 1 mesure chacun.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Choisir 4 rythmes et les combiner en phrases de 4 mesures (ou, encore mieux, choisir 3 rythmes et terminer par une blanche point\u00e9e). Les rythmes doivent rester simples, par exemple, n'utiliser que des croches, des noires, des noires point\u00e9es, des blanches ou des blanches point\u00e9es. Ils doivent \u00eatre adapt\u00e9s au niveau de la classe afin que les \u00e9l\u00e8ves puissent les ex\u00e9cuter avec aisance et de mani\u00e8re musicale.<\/li>\n<\/ul>\nVoici quelques exemples :<span class=\"Apple-converted-space\">\u00a0<\/span>\n\n6 ans et plus\n\n[\/et_pb_accordion_item][et_pb_accordion_item title=\"5. mesure \u00e0 4 temps\" open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#FFFFFF\" closed_toggle_background_color=\"#FFFFFF\" _builder_version=\"4.27.2\" _module_preset=\"default\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" global_colors_info=\"{}\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" open=\"off\"]\n\n[audio mp3=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_5-four-beat-measure.mp3\"][\/audio]\n\nCe morceau, staccato et modal, se pr\u00eate \u00e0 des types d\u2019exercices vari\u00e9s d\u00e9veloppant l'imagination, le sens de la pulsation, le mouvement et le sch\u00e9ma corporels, le sens de l\u2019orientation, le sens du rythme et l\u2019interaction avec un partenaire.<span class=\"Apple-converted-space\">\u00a0<\/span>\n<ul>\n \t<li>Les enfants inventent la d\u00e9marche d'un personnage imaginaire en marchant avec la pulsation musicale.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>En cercle :<span class=\"Apple-converted-space\">\u00a0 <\/span>choisir une partie du corps \u00e0 bouger. Sur le premier temps, tout le monde fait le m\u00eame mouvement ; sur les trois autres temps de la mesure, les mouvements sont libres, mais avec la m\u00eame partie du corps. (Par exemple, on bouge la t\u00eate. Sur le premier temps, tous les enfants font un mouvement de la t\u00eate pour regarder le plafond. Ils font les trois mouvements suivants avec la t\u00eate, comme ils le souhaitent). Changer la partie du corps.<\/li>\n \t<li>Imiter le style angulaire en zigzag de la musique en choisissant 4 points dans l'espace qu'on peint avec sa main d'un coup de pinceau sec dans chaque direction (un son = un coup de pinceau) ; r\u00e9p\u00e9ter plusieurs fois la m\u00eame s\u00e9rie de 4 orientations (ce sera un carr\u00e9 ou n\u2019importe quelle autre forme g\u00e9om\u00e9trique). Puis garder les m\u00eames orientations mais changer le type de mouvement\u00a0: pointer avec les yeux ou en bougeant diverses parties du corps.<\/li>\n<\/ul>\nL'enseignant peut choisir un \u00e9l\u00e8ve qui se tient devant la classe et fait ses quatre mouvements. La classe l\u2019imite en miroir.<span class=\"Apple-converted-space\">\u00a0<\/span>\n<ul>\n \t<li>Marcher\/frapper des noires, alterner avec des blanches, rondes, croches ou des rythmes simples en fonction des consignes de l\u2019enseignant ; se balancer sur les blanches avant\/arri\u00e8re ou lat\u00e9ralement ; trouver des mouvements \u00e0 associer \u00e0 chaque valeur de note.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>En utilisant ces valeurs de notes, cr\u00e9er ses propres rythmes que toute la classe imite, en frappant ou en marchant.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>\u00c0 deux : A frappe ou bouge sur les temps 1 et 3, B frappe ou bouge sur les temps 2 et 4. D\u00e9velopper une interaction entre A et B.<\/li>\n \t<li>S\u2019exercer \u00e0 battre la mesure \u00e0 4 temps.<\/li>\n<\/ul>\n5 ans et plus\n\n[\/et_pb_accordion_item][et_pb_accordion_item title=\"6. morceau dansant \u00e0 2\/4\" open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#FFFFFF\" closed_toggle_background_color=\"#FFFFFF\" _builder_version=\"4.27.2\" _module_preset=\"default\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" global_colors_info=\"{}\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" open=\"off\"]\n\n[audio mp3=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_6-dance-piece-in-2_4.mp3\"][\/audio]\n\nCette courte pi\u00e8ce \u00e0 deux temps met en valeur la simplicit\u00e9 des mouvements binaires. Le chiffre \u00ab deux \u00bb repr\u00e9sente ici \u00e0 la fois le nombre de temps dans la mesure et la division binaire des temps.\n\nLa sensation du 2\/4 est plut\u00f4t angulaire et inspire toutes sortes d\u2019actions : frapper un marteau, creuser un trou, ratisser etc. Du point de vue anatomique, chaque articulation du corps se pr\u00eate \u00e0 un mouvement de flexion\/extension (poignet, coude, genoux etc.) ou un mouvement haut\/bas (\u00e9paules) ou lat\u00e9ral (t\u00eate).\n\nLa sensation de ces mouvements d\u2019aller-retour contribue au d\u00e9veloppement du sch\u00e9ma corporel.\n<ul>\n \t<li>Ce morceau se pr\u00eate \u00e0 de nombreuses histoires : la construction d\u2019une maison ou son entretien par exemple, o\u00f9 toutes les actions peuvent \u00eatre ex\u00e9cut\u00e9es sur une musique \u00e0 2 temps :<\/li>\n<\/ul>\n- scier du bois (mouvement aller-retour horizontal)\n- peindre un mur (action haut-bas)\n- planter des clous (frapper du marteau)\n- passer le balai ou l\u2019aspirateur\n- nettoyer les vitres<span class=\"Apple-converted-space\">\n<\/span>- ramasser les jouets etc.\n<ul>\n \t<li>S\u2019inspirer des id\u00e9es des enfants, choisir une s\u00e9rie de 4 actions \u201cmaison\u201d de 4 mesures chacune \u00e0 m\u00e9moriser, en respectant l\u2019ordre choisi. Inventer un mouvement conclusif adapt\u00e9 \u00e0 la cadence qui n\u2019a que 3 mesures \u00e0 2 temps.<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n<\/ul>\nCes activit\u00e9s sont pour 4 ans et plus. M\u00eame jusqu\u2019\u00e0 l\u2019\u00e2ge de 8 ans, les enfants appr\u00e9cient les exercices de structure simple, car cela leur donne de la latitude pour d\u00e9velopper des id\u00e9es plus \u00e9labor\u00e9es sur le plan des capacit\u00e9s corporelles et de l\u2019imagination.\n<ul>\n \t<li>D\u2019autres id\u00e9es :<\/li>\n<\/ul>\n- Se passer un ballon en cercle.\n- Dans la for\u00eat, pointer du doigt l\u2019oiseau, l\u2019\u00e9cureuil, la fourmi \u2026\n- Dans l\u2019espace, pointer avec le coude, les yeux, etc.\n- 2 cercles au sol : poser un pied dans l\u2019un, puis l\u2019autre dans l\u2019autre.\n- Frapper la balle par terre et la rattraper.\n- Utiliser aussi le 2\/4 pour se d\u00e9placer dans l\u2019espace a) dans un mouvement d\u2019aller-retour tr\u00e8s court ; b) : marcher en pliant une jambe et en se penchant, puis le deuxi\u00e8me pas en se redressant ; c) trouver des pas. Ex : pas lat\u00e9ral, et ramener l\u2019autre jambe.\n- Cr\u00e9er une danse : pas individuels lat\u00e9raux \/ deux par deux pour la cadence.\n- Poser des briques (carton ou bois) par terre \u00e0 20 cm environ de distance entre elles. Marcher le premier temps sur la brique et le deuxi\u00e8me temps entre les briques (gestion de l\u2019espace). Cet exercice est autant valable pour les mesures \u00e0 3 temps ou \u00e0 4 temps (il faut juste ajouter la distance d\u2019un ou de deux pas de plus entre les briques).\n\nCes id\u00e9es sont r\u00e9alisables \u00e0 des \u00e2ges diff\u00e9rents ; il faut les adapter aux capacit\u00e9s motrices des enfants.\n\n\u00c0 partir de 4 ans\n\n[\/et_pb_accordion_item][et_pb_accordion_item title=\"7. marche lente\" open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#FFFFFF\" closed_toggle_background_color=\"#FFFFFF\" _builder_version=\"4.27.2\" _module_preset=\"default\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" global_colors_info=\"{}\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" open=\"off\"]\n\n[audio mp3=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_7-slow-walk.mp3\"][\/audio]\n\nLa principale difficult\u00e9 que l'on rencontre en marchant tr\u00e8s lentement est de maintenir l'\u00e9quilibre. On peut soit faire le premier pas, en laissant le pied arri\u00e8re sur le sol jusqu'au tout dernier moment, puis faire le deuxi\u00e8me pas avec ce pied. C'est probablement la fa\u00e7on dont les jeunes enfants g\u00e8rent une marche tr\u00e8s lente.\n<ul>\n \t<li>Pour ex\u00e9cuter une marche lente de mani\u00e8re plus artistique et d\u00e9velopper un meilleur \u00e9quilibre : s'entra\u00eener \u00e0 faire de longs pas en avan\u00e7ant progressivement la jambe libre vers le prochain pas dans un mouvement continu, ce qui souligne la dur\u00e9e des sons et donne la qualit\u00e9 legato au mouvement.<\/li>\n<\/ul>\nExprimer les nuances de la musique en marchant plus ou moins lourdement.<span class=\"Apple-converted-space\">\u00a0<\/span>\n<ul>\n \t<li>Frapper la pulsation lente telle que jou\u00e9e au piano. Puis diviser les temps pour frapper deux ou quatre fois plus vite. Revenir au tempo lent. Faire le m\u00eame proc\u00e9d\u00e9 en marchant.<\/li>\n \t<li>Utiliser cette piste musicale pour exercer les rythmes de base (anapeste, dactyle, troch\u00e9e, iambe, syncope) et tous les rythmes \u00e0 4\/4 \u00e9tudi\u00e9s dans les volumes pr\u00e9c\u00e9dents (notamment le volume 3).<\/li>\n<\/ul>\n7 ans\u00a0et plus\n\n[\/et_pb_accordion_item][et_pb_accordion_item title=\"8. canon interrompu \u00e0 3\/4\" open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#FFFFFF\" closed_toggle_background_color=\"#FFFFFF\" _builder_version=\"4.27.2\" _module_preset=\"default\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" global_colors_info=\"{}\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" open=\"off\"]\n\n[audio mp3=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_8-interrupted-canon-in-3_4.mp3\"][\/audio]\n\n<span class=\"Apple-converted-space\">\u00a0<\/span>\n<ul>\n \t<li>\u00c9couter la musique et prendre conscience de l'alternance entre les mesures actives (rythm\u00e9es) et passives (uniquement des noires). La musique commence sur le premier temps d'une mesure dont les \u00e9l\u00e8ves r\u00e9p\u00e9teront le rythme pendant la mesure \"passive\" qui suit.<\/li>\n \t<li>Marcher les temps et battre la mesure \u00e0 3 temps. Int\u00e9rioriser le rythme et la m\u00e9lodie en chantant dans sa t\u00eate (sans voix) une mesure plus tard. L'enseignant peut \u00e9valuer s'il est plus facile pour la classe de marcher les temps ou de rester immobile pour faire cette t\u00e2che.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Marcher la pulsation et frapper le rythme une mesure plus tard.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Cette fois, au lieu de le frapper, marcher le rythme en canon d\u2019une mesure.<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n<\/ul>\n8 ans et plus\n\n[\/et_pb_accordion_item][et_pb_accordion_item title=\"9. r\u00e9p\u00e9ter la division\" open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#FFFFFF\" closed_toggle_background_color=\"#FFFFFF\" _builder_version=\"4.27.2\" _module_preset=\"default\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" global_colors_info=\"{}\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" open=\"off\"]\n\n[audio mp3=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_9-repeat-the-division.mp3\"][\/audio]\n\nCe morceau semble simple, mais il se pr\u00eate \u00e0 des activit\u00e9s \u00e0 diff\u00e9rents niveaux de complexit\u00e9, de tr\u00e8s simple \u00e0 tr\u00e8s \u00e9labor\u00e9. Son tempo est mesur\u00e9 - andante tranquillo. Au milieu d'une pulsation r\u00e9guli\u00e8re de noires, nous entendons de temps en temps une division en 2 ou en 4. L'objectif est d'entendre les divisions et de les diff\u00e9rencier. Les \u00e9l\u00e8ves le font par le biais de diverses activit\u00e9s qui demandent une r\u00e9action sur le temps qui suit la division.\n<ul>\n \t<li>En cercle, les \u00e9l\u00e8ves frappent les noires et les divisions un temps plus tard (le fait d'\u00eatre en cercle leur permet de se sentir en relation avec les autres).\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Faire ensuite la m\u00eame chose, tout en marchant des noires uniquement (librement dans l'espace).<\/li>\n \t<li>Enfin, ne plus frapper, mais marcher les noires et les divisions un temps plus tard.<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n<\/ul>\nIl s'agit d'une activit\u00e9 d'introduction aux exercices de canon Dalcroze. Ces exercices peuvent \u00eatre utilis\u00e9s avec des enfants plus \u00e2g\u00e9s, des adolescents ou m\u00eame des adultes.\n\nVoici une s\u00e9lection d'activit\u00e9s pour les enfants de 4 \u00e0 5 ans :<span class=\"Apple-converted-space\">\u00a0<\/span>\n<ul>\n \t<li>\u00c9couter ensemble la musique et aider les enfants \u00e0 prendre conscience des temps r\u00e9guliers de noires et des divisions. Lever la main\/changer de position quand il y a une surprise. \"La surprise est-elle toujours la m\u00eame ?\"<\/li>\n \t<li>Sans musique, les enfants frappent des noires. L'enseignant dit \"2\" ! ou \"4\" ! sur le temps et les enfants frappent la subdivision un temps plus tard.<\/li>\n<\/ul>\nCette activit\u00e9 permet aux enfants d\u2019exercer l\u2019imm\u00e9diatet\u00e9 et la justesse de la r\u00e9action, avant de travailler avec la piste musicale.\n<ul>\n \t<li>Avec la musique : les enfants sont par deux. Ils frappent ensemble les noires. Un enfant frappe les divisions en 2 et l'autre les divisions en 4 (un temps plus tard). Changer de r\u00f4le.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Les enfants plus \u00e2g\u00e9s (6-7 ans) appr\u00e9cieront l'activit\u00e9 suivante (apr\u00e8s avoir travaill\u00e9 les pr\u00e9c\u00e9dentes) : les enfants sont par deux et marchent l'un derri\u00e8re l'autre au tempo de la pulsation. Lorsqu\u2019on entend la division en 2, faire un demi-tour ; lorsque on entend la division en 4, l'enfant derri\u00e8re court se placer devant.<\/li>\n<\/ul>\n\u00c0 partir de 5 ans\n\n[\/et_pb_accordion_item][et_pb_accordion_item title=\"10. changements de mesures\" open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#FFFFFF\" closed_toggle_background_color=\"#FFFFFF\" _builder_version=\"4.27.2\" _module_preset=\"default\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" global_colors_info=\"{}\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" open=\"off\"]\n\n[audio mp3=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_10-changing-meter.mp3\"][\/audio]\n\n&nbsp;\n<ul>\n \t<li>\u00c9couter et ressentir la diff\u00e9rence entre la rondeur du 3 temps, la lin\u00e9arit\u00e9 du 4 temps et le rebondissement du 2 temps.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>En premier, isoler chaque type de mesure (prendre un segment de la pi\u00e8ce) ; frapper le temps fort et marcher tous les temps\u00a0; puis essayer le contraire : marcher sur le premier temps uniquement et frapper tous les temps (plus difficile !). Faire la diff\u00e9rence entre 2\/4 et 4\/4 en \u00e9coutant attentivement le phras\u00e9.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Une fois chaque segment travaill\u00e9 s\u00e9par\u00e9ment, utiliser la piste en entier\u00a0:\u00a0s'adapter le plus rapidement possible aux changements de mesure (au d\u00e9but, l'enseignant peut aider les \u00e9l\u00e8ves en annon\u00e7ant la prochaine mesure une mesure \u00e0 l'avance).<\/li>\n<\/ul>\n2\/4\u00a0: frapper une balle de tennis (ou une plus grande balle) et la rattraper sur le deuxi\u00e8me temps ;\n\n3\/4 : rouler la balle parterre entre ses deux mains, un roulement par mesure\u00a0; adapter le mouvement et l'utilisation de l'espace en fonction du temps ;<span class=\"Apple-converted-space\">\u00a0<\/span>\n\n4\/4\u00a0: tenir la balle et faire un mouvement de bras en avant et en arri\u00e8re.<span class=\"Apple-converted-space\">\u00a0<\/span>\n\n(Les \u00e9l\u00e8ves doivent \u00eatre d\u00e9j\u00e0 habitu\u00e9s \u00e0 jouer avec une balle).<span class=\"Apple-converted-space\">\u00a0<\/span>\n<ul>\n \t<li>Avec un partenaire : m\u00eame exercice, avec interaction ; 3\/4 peut aussi signifier frapper la balle du partenaire sur le temps fort.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Danser sur la musique et battre la mesure.<\/li>\n<\/ul>\nUn des r\u00f4les de l'improvisation dans l'enseignement Dalcroze est de pr\u00e9venir les \u00e9l\u00e8ves des changements, des contrastes, etc. On induit ces signaux musicaux par la modulation, le rubato, etc.\n\nDans cette pi\u00e8ce, les avertissements musicaux aux changements de mesures sont subtils. Contrairement aux pistes 1 et 2 du m\u00eame volume qui peuvent \u00eatre travaill\u00e9es instinctivement et imm\u00e9diatement, ce morceau doit \u00eatre pr\u00e9par\u00e9 : pour aider \u00e0 l\u2019assimilation de la pi\u00e8ce, les changements de mesures peuvent \u00eatre annonc\u00e9s par l'enseignant, pour permettre aux \u00e9l\u00e8ves de r\u00e9agir simultan\u00e9ment (par le changement d\u2019activit\u00e9 ad\u00e9quat).\n\n8 ans et plus\n\n[\/et_pb_accordion_item][et_pb_accordion_item title=\"11. mesures \u00e0 4 temps sans division\" open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#FFFFFF\" closed_toggle_background_color=\"#FFFFFF\" _builder_version=\"4.27.2\" _module_preset=\"default\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" global_colors_info=\"{}\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" open=\"off\"]\n\n[audio mp3=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/VOL7_11-measures-of-four-without-division.mp3\"][\/audio]\n\n&nbsp;\n<ul>\n \t<li>Sentir la mesure et les temps en marchant et en changeant de direction \u00e0 chaque mesure (1er temps).\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Marcher les temps en battant la mesure (coordination motrice). Ou rester sur place et dessiner les mesures (une ligne par mesure).\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Diviser chaque temps en deux, frapper la division ; faire la m\u00eame chose avec la division des temps en trois.<\/li>\n<\/ul>\n*M\u00eame exercice en marchant les divisions (la marche en groupes de trois est plus difficile : elle fait changer de jambe sur chaque temps).<span class=\"Apple-converted-space\">\u00a0<\/span>\n<ul>\n \t<li>Exercice \u00e0 faire en frappant : diviser la classe en trois groupes : 1 = temps, 2 = division binaire, 3 = division ternaire. L\u2019enseignant dirige les trois groupes, en donnant \u00e0 chaque groupe plusieurs mesures, avec une transition par les temps (groupe 1).<span class=\"Apple-converted-space\">\u00a0 <\/span>Puis faire un changement direct entre les divisions (groupe 2 et groupe 3), soutenu par la pr\u00e9sence des temps. Changer de r\u00f4les.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Individuellement, marcher les temps, en frappant une (ou plusieurs) mesure(s) de division binaire et une (ou plusieurs) mesure(s) de division ternaire.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>*Marcher les divisions\u00a0en cr\u00e9ant une structure\u00a0: par exemple, 4 mesures binaires (ou ternaires) pour chercher un camarade puis 4 mesures pour marcher ensemble les temps (donc chaque fois que je suis seul, je marche les divisions - binaire ou ternaire selon la consigne - et quand je suis avec un camarade je marche avec lui les temps).\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Marcher librement les temps et frapper les divisions, soit binaire soit ternaire, en changeant de division avec le phras\u00e9 musical.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>En cercle, marcher 4 temps en avant et 4 temps en arri\u00e8re. Chacun \u00e0 son tour cr\u00e9e un rythme sur les 4 pas d\u2019aller, et tout le monde r\u00e9p\u00e8te ce rythme sur les 4 pas de retour. Ne pas m\u00e9langer les divisions binaires et ternaires.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Cr\u00e9er ses propres rythmes (binaires ou ternaires). \u00c9crire une s\u00e9lection de ces rythmes au tableau - une division ou l'autre \u00e0 la fois - pour que la classe les frappe, selon les indications de l'enseignant (r\u00e9action visuelle).<\/li>\n \t<li>Pour les \u00e9l\u00e8ves plus avanc\u00e9s, l'enseignant peut \u00e9crire un m\u00e9lange de rythmes, binaires et ternaires.<\/li>\n<\/ul>\n* <i>Compte tenu du tempo de la pi\u00e8ce, la division par trois sera plus facile \u00e0 ex\u00e9cuter en frappant qu\u2019en marchant. En marchant, l\u2019enseignant pourrait ne faire travailler que la division en deux (un peu moins rapide).<\/i><i><\/i>\n\nPour les enfants exp\u00e9riment\u00e9s \u00e0 partir de 8 ans\n\n[\/et_pb_accordion_item][\/et_pb_accordion][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\"4.27.2\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.27.2\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_divider color=\"#E09900\" _builder_version=\"4.27.2\" _module_preset=\"default\" global_colors_info=\"{}\"][\/et_pb_divider][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"class_list":["post-359873","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/francoise-lombard.com\/en\/wp-json\/wp\/v2\/pages\/359873","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/francoise-lombard.com\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/francoise-lombard.com\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/francoise-lombard.com\/en\/wp-json\/wp\/v2\/users\/3454"}],"replies":[{"embeddable":true,"href":"https:\/\/francoise-lombard.com\/en\/wp-json\/wp\/v2\/comments?post=359873"}],"version-history":[{"count":20,"href":"https:\/\/francoise-lombard.com\/en\/wp-json\/wp\/v2\/pages\/359873\/revisions"}],"predecessor-version":[{"id":360594,"href":"https:\/\/francoise-lombard.com\/en\/wp-json\/wp\/v2\/pages\/359873\/revisions\/360594"}],"wp:attachment":[{"href":"https:\/\/francoise-lombard.com\/en\/wp-json\/wp\/v2\/media?parent=359873"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}